TouchMath Table of Contents
Module 1
Activity Sheets 1–25
Counting, Reading, and Writing 1–120
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the resources you need to unleash the full potential of the TouchMath First Grade Program
and change your students’ understanding of math forever.
Page
Activity
Sheet
Module Overview
Overview of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Common Core State Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
1
1
1
1
1
Instructional Strategies for Student Activity Sheets
Counting, Reading, and Writing 1–120 (Activity Sheets 1–25)
• Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Practice
• Numbers to 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
• Numbers to 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3–4
• Numbers 10–20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
• Numbers to 30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
• Numbers 10–30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
• Numbers 20–30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
• Numbers 21–40. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
• Numbers 31–50. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
• Numbers 40–50. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
• Numbers 50–70. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
• Numbers 51–70. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
• Numbers 71–80. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
• Numbers 60–80. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
• Numbers 71–90. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
• Numbers 70–90. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
• Numbers 70–100. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
• Numbers 100–110 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Numbers 110–120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Numbers 100–120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1
2–3
4–5
6
7
8
9
10–11
12
13
14
15
16
17
18
19
20–21
22
23
24
Module Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
• Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Module Closure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Parent/Guardian Communication Letters. . . . . . . . . . . . . . . . . . . . . . . . . 13–14
Progress Monitoring Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teacher Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18–19
25
TouchMath Module Overview
Module 1
Activity Sheets 1–25
Counting, Reading, and Writing 1–120
Overview of Content
This module focuses on Counting, Reading, and Writing 1–120. The activities scaffold from tracing to writing
numbers, identifying and writing missing addends, and counting from any number. It offers a variety of
experiences with sequential counting by ones as children finish dot-to-dot pictures and find their way through
mazes. Students will also practice counting forward from a given number in a number sequence and identifying
missing numbers, progressing to counting to 120. Module 1 provides a good foundation for the activities in the
following modules. When this module has been successfully completed, children will be able to count, read,
and write numbers to 120 by ones sequentially and count forward from a given number in a sequence.
First Grade Common Core State Standards
• 1.NBT.1.
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a
number of objects with a written numeral.
Objectives
• To count, read, and write numbers to 120
Prerequisites
• Count orally 1–100
• Complete dot-to-dot pictures with numbers
• Trace numbers
Vocabulary
after • before • 1–120 • order • missing number • number sequence
Materials
1
Included TouchMath:
Classroom:
• TouchMath PLUS
• TouchMath FlipCards
A variety of classroom counters,
crayons or markers, a whiteboard, old
magazines or newspapers, scissors,
glue, and paper
© 2011
First Grade Unit 1 Module Guide 1
TouchMath Instructional Strategies: Activity Sheets 1–24
Module 1
Objective
To count, read, and write numbers to 120
Module 1
Pretest
Pretest: Activity Sheet 1
Name
Verbal directions to students:
• Count. Say and trace or write the missing numbers.
20 21 22 23 24
49 33 34 35 36
50
89
101102103104
90
114115116117118
© 2011
FGASW9
Pretest: Counting, Reading, and Writing 1–120
1
1
Counting, Reading, and Writing 1–120
Anticipatory Set
Ask, “What are some things you saw on the way to school today that you can count? Now, look around the
classroom. What are some things you can count?” Students may suggest children walking to school or riding
the bus, cars on the street, trees or buildings, boys and girls in the classroom, desks and chairs, and so on.
Tell the class that they are going to learn how to orally count larger quantities of objects, all the way to 120.
Teacher Input/Teacher Modeling
Activity Sheets 2–24
Display an array of 20 classroom objects on a table, such as glue sticks, pencils, crayons, erasers, and so on. Ask a volunteer to
choose a number of objects. Have the rest of the class count aloud as the student holds up the chosen objects one at a time. Write
the numbers on the whiteboard as students count. Then erase a few of the numbers (e.g., If students counted from 1 to 10, erase
the second, fifth, and last numbers.). Now have volunteers tell what missing numbers should be written in the empty spaces
(e.g., 2, 5, 10).
CHECK FOR UNDERSTANDING: Write a sequence of numbers on the whiteboard with lines for missing numbers (e.g., 10, ___,
12, 13, ___, ___, 16). Tell students you will write numbers on the lines, and they are to decide if the numbers you write are correct
or incorrect. If the number you write is correct, tell them to raise one hand. If the number is not correct, have them point their
thumb down. [ Show them how to do this.] If they do not know, tell them to touch their head with their hand. [ If some students do not
demonstrate understanding, repeat the modeling using another sequence of numbers 1–20.]
© 2011
First Grade Unit 1 Module Guide 1
2
TouchMath Instructional Strategies
Module 1
Activity Sheets 2–4
CONTINUED
Counting, Reading, and Writing 1–120
Guided Practice: Activity Sheet 2
Name
• Direct students’ attention to the top two rows of snails. Have children point to
each number and count aloud 1 through 10. Ask students to say, count, and
trace each number 1 to 10.
• Lead children to notice that the counting numbers are missing in the bottom
two rows of snails. Ask the class to point to and count the snails in the two rows
and tell how many there are. Elicit that there are 10 altogether, just like in the
top two rows. Model writing the number 1 on the line in the first snail. Guide
children as they write the missing numbers 1 to 10 on the lines in the snails.
1 2 3 4 5
6 7 8 9 10
1 2 3 4 5
6 7 8 9 10
• Allow students to color the snails when they are done.
Guided Practice: Activity Sheet 3
© 2011
FGASW9
Numbers to 10
2
2
[ On this page, each line of clouds represents a number sequence from 1 to 10.]
• Have students look at the first row of clouds. Say, “Let’s count the clouds. Let’s
trace and write the numbers as we count them.” Tell children to trace and count
the first dotted number, 1. Ask them to say and write the missing number, 2.
Finally, have students trace the dotted number 3. Have them say the threenumber sequence, “One, two, three.” Ask, “How many clouds are in the first
row?”
Name
1 2 3
2 3 4
• In the second row, tell students to say, count, and trace the dotted numbers 2
and 3. Have them write the missing number that comes after 3 (i.e., 4).
• Continue in the same manner for the next two rows of clouds. Starting with the
first number in the row, say, count, and write the missing numbers on the lines
or trace the dotted numbers.
• To conclude, have students start at the top with the first cloud. Ask them to
point to each number as they count aloud in order from 1 to 10.
4 5 6 7 8
6 7 8 9 10
© 2011
FGASW9
Numbers to 10
3
3
Guided Practice: Activity Sheet 4
[ On this page, the class will count and write numbers from 1 to 20.]
• Talk about the locks and keys shown on the page. Ask students to tell about a
time that they used a lock and key.
• Say, “Let’s count the locks.” Point to the dotted number 1 in the first row, and
count, “One.” Then ask children to tell what the next two missing numbers are.
Point out that the numbers come after the number 1 and before the number
4. Have them say the numbers aloud and write them on the lines. Continue in
this manner, saying and tracing the dotted numbers and writing the missing
numbers where they belong, 1 to 10.
• In the next two rows, have children say, count, and trace each number 11–20.
• To conclude, lead the class to start with the first lock. Have them count the
locks aloud in order from 1 to 20. Ask, “How many locks are there altogether?”
Name
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
20
© 2011
FGASW9
Numbers to 20
4
4
3
© 2011
First Grade Unit 1 Module Guide 1
TouchMath Instructional Strategies
Module 1
Activity Sheets 5–6
CONTINUED
Counting, Reading, and Writing 1–120
Guided Practice: Activity Sheet 5
• Repeat the process used on page 4, having students say, count, and write/trace
each number in the sequence 1 to 20.
Name
1 2 3 4 5
• After counting, let children color the apples and tell how many there are in all.
6 7 8 9 10
Guided Practice: Activity Sheet 6
[ On this page, students count and write numbers 10–20, starting at any number.]
• Say, “We are going to find the missing numbers on this page.” Direct students
to look at the first row of numbers in the box on the left. Say, “Let’s count,
starting with the number 14. What number comes after 14?” Have the class
trace the number 15. Say, “Let’s continue counting. What number comes after
15? Yes, 16. So, let’s count—14, 15, 16.” Tell students they can also say that 15
comes before 16.
11 12 13 14 15
20
16 17 18 19 20
© 2011
FGASW9
Numbers to 20
5
5
• Direct children’s attention to the second row. Tell them they are going to write
the missing number on the line. Point to the 11 and 13. Have students say and
start counting with the number 11. Then ask, “What number comes after 11
and before 13?” Have children write that number (12) on the line. Then say
and count together, “11, 12, 13.”
• Continue in the same manner for the next three rows, leading students to write
the missing numbers in each number sequence. Discuss how the missing
number comes after and before other numbers.
• Now have students look at the box on the right. In the first row, lead students
to see that they will start with the 17, trace it, count it, and write the missing
number that comes after 17. Continue in the same manner for the rest of the
number sequences.
Name
14 15
11 12
18 19
12 13
15 16
16
13
20
14
17
17
13
11
18
14
18
14
12
19
15
• As an extension, ask the class what number comes before the first number and
after the second number. For example, in the first row, they can say and count,
“16, 17, 18, 19.”
© 2011
STOP: If students have not demonstrated understanding, provide additional practice or remediate.
FGASW9
Numbers 10–20
6
6
Additional activities are available in TouchMath PLUS.
© 2011
First Grade Unit 1 Module Guide 1
4
TouchMath Instructional Strategies
Module 1
Activity Sheets 7–9
CONTINUED
Counting, Reading, and Writing 1–120
Guided Practice: Activity Sheet 7
Name
• Refer students to the number line at the top of the page. Have children point to
each number as they count aloud together from 1 to 10.
• Have students identify the shapes on the page—hearts. Tell them that they will
start at 11 and continue counting to 20. Ask the class to point to and name the first
number in the first row, 11. Have them say it and trace it. Then point to each of the
hearts that follow while counting aloud, “12, 13, 14, 15.” Have students say and
write the missing numbers. Direct their attention to the row of hearts below the
first one. Starting with the number 16, ask children to count, say, and trace/write
the numbers 17, 18, 19, and 20.
• Ask the class to look at the last two rows of hearts. Count together from 21 to 30.
Direct children to trace the dotted numbers and say each one as they trace it.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
21 22 23 24 25
26
26 27
27 28 29 30
© 2011
FGASW9
Numbers to 30
7
• To conclude, have the class count aloud together from 11 to 30, pointing to each
7
number in turn.
Name
STOP: If students have not demonstrated understanding, provide additional practice or remediate.
14
24
25
Guided Practice: Activity Sheet 8
26
30
16
• Direct students’ attention to the ducks in the first box. Ask them to point to each
duck and count them aloud together. Ask “How many ducks are there in all?” Elicit
that there are 24 ducks in all. [ Some students may count the two groups of ten ducks (20)
and then add on 4.]
Answers will vary.
30
29
28
• Then have children look at the three numbers to the right. Ask them to ring the 24.
Discuss what the other numbers represent. Ask students to point to the 14. Have
them color 14 ducks.
• Tell children to point to the 25. Ask, “How many more ducks are needed to make a
group of 25 ducks?”
19
18
17
© 2011
FGASW9
Numbers 10–30
8
8
• Continue in the same manner for the owls, frogs, and rabbits. Count, discuss each
choice, and ring the correct number.
Name
Guided Practice: Activity Sheet 9
[ On this page, students count and write numbers from 20 to 30.]
• Repeat the process used on page 6. Use the terms before and after in discussing
the missing numbers.
22 23
21 22
23 24 25
20 21 22
28 29 30
24 25 26
© 2011
FGASW9
29 30
29
26 27
20 21
20
27 28
23 24
Numbers 20–30
9
9
5
© 2011
First Grade Unit 1 Module Guide 1
TouchMath Instructional Strategies
Module 1
Activity Sheets 10–12
CONTINUED
Counting, Reading, and Writing 1–120
Independent Practice: Activity Sheet 10
Name
• Before students start to draw a path from the polar bear to the igloo, count aloud
together from 21 to 40. Give each student the opportunity to say a number in the
sequence. If necessary, some children may say more than one number. Then have
them draw a path from 21 to 40 in the correct number sequence.
29
27
21
34
• Continue discussing the number sequences for the rest of the trains on the page.
Talk about the numbers that come before and after. For example, on the vertical
train, ask what numbers come before and after 29.
STOP: If students have not demonstrated understanding, provide additional practice or remediate.
38
39
37
40
35
32
36
35
24
© 2011
39
37
25
21
FGASW9
Numbers 21–40
10
10
Name
25 26 27
27 28 29 30
[ On this page, students practice counting and writing numbers 21–40, starting at any number.]
trace the 25 on the engine. Then tell them to say and write the missing number
that comes after 25. Continue counting and tracing/writing numbers, ending
at 30. Lead children to notice that the counting sequence remains the same no
matter what direction the train is moving.
38
33
39
22
35
32
26
Guided Practice: Activity Sheet 11
• Direct students’ attention to the train at the top of the page. Have them say and
31
37
23
An igloo is a shelter built of snow blocks originally built by the Inuit, people living in the Arctic
regions of Canada, Greenland, Siberia, and the United States (Alaska). In Alaska, the term
Eskimo is commonly used.
30
27
25
DID YOU KNOW? The polar bear is the largest meat-eating land mammal and the biggest
member of the bear family. The polar bear uses its front paws as paddles when swimming and
its rear feet to steer. The only parts of a polar bear that you can see that are not white are the
black pads on the bottom of its feet and its black nose. Male polar bears may grow up to 10
feet tall and weigh 1,400 pounds.
23
28
27
27
28
29
30
32 33 34 35
24 25 26
35 36 37 38 39 40
© 2011
FGASW9
Numbers 21–40
11
11
Additional activities are available in TouchMath PLUS.
Take Home: Activity Sheet 12
Name
Directions: Connect the dots from 31 to 50. Color the sailboat.
• Have
40
students take this dot-to-dot page home to work on independently,
reinforcing what they have already learned (counting from 31 to 50). Or, if any
children are having difficulty, have them complete the page in class with the
guidance of a parent volunteer or paraprofessional.
39 42
41
38
33
37
32
44
34
31
© 2011
43
36 46
35 47
45
48
50
FGASW9
49
Numbers 31–50
12
12
© 2011
First Grade Unit 1 Module Guide 1
6
TouchMath Instructional Strategies
Module 1
Activity Sheets 13–15
CONTINUED
Counting, Reading, and Writing 1–120
Guided Practice: Activity Sheet 13
Name
[ On this page, students trace some numbers and write missing numbers 40 to 50, starting with
any number.]
40 41 42
42 43 44 45
• Repeat the process used on page 11. Talk with the class about when they might see
46 47 48 49 50
an elephant riding on a train (circus train).
48 49 50
DID YOU KNOW? African elephants can weigh up to 26,000 pounds. Elephants are plant
eaters. They can eat from 300 to 600 pounds of food every single day. They love to swim.
47 48 49 50
Take Home: Activity Sheet 14
• Have
students take this dot-to-dot page home to work on independently,
reinforcing what they have already learned (counting from 50 to 70). Or, if any
children are having difficulty, have them complete the page in class with the
guidance of a parent volunteer or paraprofessional.
45 46 47 48 49 50
© 2011
FGASW9
Numbers 40–50
13
13
Guided Practice: Activity Sheet 15
Name
• Repeat the process used on page 7. Have students identify the shapes on the
page—pears. Tell them they will start at 51 and continue counting to 60. Ask the
class to point to and name the first number in the first row, 51. Have them say and
trace it. Then ask them to point to, say, and trace the number that comes after 51.
Ask children to point to each of the pears that follow while counting aloud, “53, 54,
55, 56.” Have students say and write the missing numbers. Direct their attention
to the row of pears below the first one. Starting with 56, have them count, say, and
trace/write 56, 57, 58, 59, and 60.
• Continue in the same manner for the last two rows of pears.
• To conclude, have the class count aloud together from 51 to 70, pointing to each
Directions: Draw a path as you count from 50 to 70.
60
69
65
61
65
62
59
58
59
66
63
64
60
68
56
67
57
51
50
52
56
69
55
69
50
53
number as they say it.
55
70
53
54
STOP: If students have not demonstrated understanding, provide additional practice or remediate.
© 2011
FGASW9
Number 50–70
14
14
Additional activities are available in TouchMath PLUS.
Name
51 52 53 54 55
51
56 57 58 59 60
61 62 63 64 65
61
66 67 68 69 70
© 2011
FGASW9
Numbers 51–70
15
15
7
© 2011
First Grade Unit 1 Module Guide 1
TouchMath Instructional Strategies
Module 1
Activity Sheets 16–19
CONTINUED
Counting, Reading, and Writing 1–120
Independent Practice: Activity Sheet 16
Name
• Before students start to draw a path from the pterosaur (pterodactyl) to its nest of
eggs, count with aloud together from 71 to 80. Give each student the opportunity
to say a number in the sequence. If necessary, some children may say more than
one number. Then have them draw a path from 71 to 80 in the correct number
sequence.
DID YOU KNOW? A pterosaur (pterodactyl) is classified by scientists as a flying reptile, not a
dinosaur. They lived about 251 to 65 million years ago. They had a wingspan of up to 40 feet.
71 72 74 75
78 7
73
3 76 72
79 76 77 74 77 79
73 77 76 75 70 80
76 78 79
Guided Practice: Activity Sheet 17
77 76 80
[ On this page, students trace some numbers and write missing numbers 65 to 80, starting with
any number.]
© 2011
FGASW9
Numbers 71–80
• Repeat the process used on pages 11 and 13. Talk about numbers that come before
16
16
and after. For example, on the vertical truck, ask what numbers come before and
after 73.
Name
Take Home: Activity Sheet 18
6566 67 6869 70
• Have
students take this dot-to-dot page home to work on independently,
reinforcing what they have already learned (counting from 71 to 90). Or, if any
children are having difficulty, have them complete the page in class with the
guidance of a parent volunteer or paraprofessional.
71 72737475
Guided Practice: Activity Sheet 19
72
73
76 77787980 74
76
[ On this page, students count and write numbers from 70 to 90.]
• Repeat the process used on pages 6 and 9. Use the terms before and after in
75 7677787980
discussing the missing numbers.
© 2011
FGASW9
Numbers 60–80
17
17
Name
Name
Directions: Connect the dots from 71 to 90. Color the car.
78
77
76
79
80
81
82
83
75
84
74
73
72
71
85
86
89 87
84
81
70
88
79
85
82
71
89
80
70
79
72
85
89
71
80
73
86
90
90 88
© 2011
FGASW9
Numbers 71–90
18
18
© 2011
First Grade Unit 1 Module Guide 1
© 2011
FGASW9
Numbers 70–90
19
19
8
TouchMath Instructional Strategies
Module 1
Activity Sheets 20–21
CONTINUED
Counting, Reading, and Writing 1–120
Guided Practice: Activity Sheet 20
Name
[ On this page, students count, say, and write numbers 76–100.]
• Repeat the process used on page 15. Conclude by having the class count aloud
together from 76 to 100, pointing to each number in turn.
76 77 78 79 80
81 82 83 84 85
Guided Practice: Activity Sheet 21
[ On this page, students trace some numbers and write missing numbers 70 to 100, starting with
any number.]
86 87 88 89 90
• Repeat the process used on pages 11 and 13. Talk about numbers that come before
91 92 93 94 95
and after. For example, in the first row, talk about what numbers come before
and after 73. Have volunteers tell what numbers come immediately before the
first number in each row and after the last number in each row. Ask if any student
knows what comes after 100.
96 97 98 99 100
© 2011
FGASW9
Numbers 70–100
20
20
STOP: If students have not demonstrated understanding, provide additional practice or remediate.
Additional activities are available in TouchMath PLUS.
Name
70 71 72 73 74
79 80 81 82 83
85 86 87 88 89
89 90 91 92 93
96 97 98 99 100
© 2011
FGASW9
Numbers 70–100
21
21
9
© 2011
First Grade Unit 1 Module Guide 1
TouchMath Instructional Strategies
Module 1
Activity Sheets 22–24
CONTINUED
Counting, Reading, and Writing 1–120
Guided Practice: Activity Sheet 22
Name
• Tell the class they will be counting from 100 to 110. Lead students to see that they
can say one to ten and put one hundred in front of each number: One hundred, one
hundred one, one hundred two, and so on.
100 101 102 103
• Have the class count, say, and write 100–110.
• Conclude by having the class count aloud together from 100 to 110, pointing to
104 105 106
each number as they say it.
Guided Practice: Activity Sheet 23
[ On this page, students count and write numbers from 110 to 120.]
• Repeat the process used on page 19. Remind students that to find the number that
comes just after another number, start with the number then count forward one
more than that number. To find the number that comes before another number,
start with the number then say one less than that number.
107 108 109 110
© 2011
FGASW9
Numbers 100–110
22
22
Guided Practice: Activity Sheet 24
• Repeat the process used on page 23. Use the terms before and after in discussing
the missing numbers from 100 to 120.
FLIPCARDS: Use the TouchMath FlipCards Counting Cards for additional reinforcement activities.
Name
112 113
119 120
115 116
110 111
117 118
© 2011
FGASW9
115 116
119 120
110 111
113 114
117 118
Numbers 110–120
23
23
Name
103 104
115 116
100 101
118 119
109 110
© 2011
FGASW9
119 120
113 114
111 112
105 106
100 101
Numbers 100–120
24
24
© 2011
First Grade Unit 1 Module Guide 1
10
TouchMath Review: Activity Sheets 1–25
Module 1
Review
Counting, Reading, and Writing 1–120
Say, “You can count, say, and write numbers from 1 to 120.”
• Have students tell the number that comes next in this number sequence: 54, ____, 56.
• Have students tell the numbers that come just before and just after 101.
Module 1
Test
Posttest: Activity Sheet 25
Name
Verbal directions to students:
• Count. Trace the numbers, and write the missing numbers on each truck.
71 72 73 74 75
32
0
20
33 11711811912
34
35 97 98 99100
36
11 12 13 14 15
© 2011
FGASW9
Posttest: Counting, Reading, and Writing 1–120
25
25
11
© 2011
First Grade Unit 1 Module Guide 1
TouchMath Module Closure
Differentiated Instruction
Counting, Reading, and Writing 1–120
Remediate
Reinforce
Challenge
•
•
•
Play What’s My Number? Have one
partner describe a number from
1 to 120 (e.g., I come after 11 but
before 13.). Ask the other partner
to guess the number. Switch roles.
To challenge students, have them
use a sequence of numbers (e.g.,
These three numbers come after 81
and before 85.).
•
Have the class walk outside in the
schoolyard. Ask them to look for
numbers, such as the steps on the
slide, the doors and windows on
the school building, and so on.
Have them tell a partner how many
of each object they counted. Then
have the partner tell the numbers
that come before and after.
Draw a number line showing one
decade between 10 and 120 (e.g.,
20 to 30). Ask students to put a
finger on one of the numbers (e.g.,
24). Tell them to find the number
that comes just before (23) and just
after (25).
Locate additional activities for
counting and writing numbers from
10 to 120 in TouchMath PLUS.
•
Give students newspapers or
magazines and a set of numbers to
look for (e.g., 25 to 30). Have them
cut out the numbers and glue them
in numerical order onto a large
piece of paper. Tell them to write in
any missing numbers. Call their
attention to any ways in which the
numbers differ (e.g., some will be
larger in size than others, some
will be in bold or italic type). Have
students practice counting up to
and down from that number.
Have students copy a sequence of
numbers on a piece of paper (e.g.,
27, 28, 29, 30, 31). Then give simple
directions for students to follow,
such as, “Ring in yellow the number
that comes just after 30.” Or, “What
number comes just before 27?
Write it in blue.”
Real World Connections
•
Count the number of grocery items you help take out of the grocery bag at home. Write the number on a piece of paper. Tell
what number you would have written if you had bought one more item.
•
Count how many steps you take when setting or clearing the table. Write the number sequence on a piece of paper, and point
to each number as you say it. Then say the number that comes just after the last number.
Literature Connections
•
•
•
•
Anno’s Counting Big Book by Anno Mitsumasa
Icky Bug Numbers by Jerry Pallotta
Centipede’s 100 Shoes by Tony Ross
Curious George Learns to Count from 1 to 100 by H.A. Rey
Final Tasks
•
•
Send Parent/Guardian Communication Letters. (Use school letterhead. Spanish version available on TouchMath PLUS.)
Document results on Progress Monitoring Record. (Make multiple copies as needed.)
© 2011
First Grade Unit 1 Module Guide 1
12
Dear Parent/Guardian,
We will be using the TouchMath program throughout the year. The TouchMath program is
designed to provide step-by-step development of concepts in a real world approach. Your support
and involvement with math learning will contribute to your child’s success. I will send you letters
updating you on the work we will be doing in class, your child’s progress, and ways you can help at
home. With your support, your child will build a foundation for success in math.
In Unit 1, Module 1, the focus is on counting, reading, and writing numbers 1 to 120. Activities we
will use in the classroom include counting while finishing dot-to-dot pictures and while finding
a way through mazes. Your child will also practice counting forward from a number other than 1
and identifying numbers that are missing from a sequence. Key terms your child will be learning
include number sequence, missing number, order, before, after, and number names 1–120.
Please use this vocabulary at home and encourage your child to use it.
The most important concept now is learning to count to 120. Integrate this into your daily activities.
While outside, look for numbers on houses or on signs. Ask your child to identify the number and
continue counting from that point. When setting or clearing the table, have your child count how
many steps are taken, write the number sequence on a piece of paper, and point to each number
as it is said. Then have your child say the number that comes just after the last number. Have fun.
See it! Say it! Hear it! Touch it! Count it!
Once we have completed this module, I will send you a letter describing the next module and
suggesting ways that you can help your child at home.
Sincerely,
Parent/Guardian Tip:
Have your child practice counting while helping you with routine activities. For example, ask your student
to count the number of grocery items taken out of the grocery bags after a shopping trip. Together, write the
number on a piece of paper, and have your child tell what number would have been written had you bought
one more or one less item.
w w w. t o u c h m a t h . c o m
Dear Parent/Guardian,
Your child has completed Unit 1, Module 1 of the TouchMath program, mastered the test, and
demonstrated understanding in counting, reading, and writing numbers 1 to 120. In class
activities, your student has shown the ability to count forward from a given number in a sequence
and identify which numbers come before and after a given number.
In Module 2, the focus is on associating and representing a number of objects with a written number
and a word name. The activities introduce students to multiple representations of a number,
progressing from a group of objects to TouchPoints, pictures placed on the written numbers that
students can count to associate a quantity with each number. Terms your child will learn include
TouchPoints, number names 1−9, true, false, compare, equal to (=), greater than (>), and less
than (<). Please use this vocabulary at home and encourage your child to use it.
The most important concept now is to identify a particular group of objects with the corresponding
number. Integrate talking about this into your daily activities. Have a neighborhood number hunt.
Ask your child to find 5 of some object (e.g., bicycles, dogs, sidewalk squares) or a written number 5
(e.g., house or street numbers) and say the number aloud each time it is found. Repeat the number
hunt with other numbers 1–9. Have fun. See it! Say it! Hear it! Touch it! Count it! Connect it!
Once we have completed this module, I will send you a letter describing the next module and
suggesting ways that you can help your child at home.
If you have questions, please contact me.
Sincerely,
Parent/Guardian Tip:
Assist your child in remembering what each number 1–9 looks like when written. When clearing the table
after dinner, have your child count a group of 1–9 objects (e.g., forks, spoons, dishes, or napkins), say the
number aloud, and trace it in the air.
w w w. t o u c h m a t h . c o m
Student Name
Activity Sheets
First Grade Unit 1, Module 1
2
1
3
4
5
6
7
Counting, Reading, and Writing 1–120
Pretest: Counting, Reading, and Writing 1–120
TouchMath Progress Monitoring Record
Numbers to 10
Numbers to 10
Numbers to 20
Numbers to 20
Numbers 10–20
Numbers to 30
8
Numbers 10–30
9
10
11
12
13
Skills
14
15
16
17
Counting, Reading, and Writing 1–120
Numbers 20–40
Numbers 21–40
Numbers 21–40
Numbers 31–50
Numbers 40–50
Numbers 50–70
Numbers 51–70
Numbers 71–80
Numbers 60–80
18
Numbers 71–90
19
Numbers 70–90
20
Numbers 71–100
21
Numbers 71–100
22
Numbers 100–110
23
Numbers 110–120
24
Numbers 100–120
25
Posttest: Counting, Reading, and Writing 1–120
Comments
TouchMath Teacher Notes
© 2011
First Grade Unit 1 Module Guide 1
18
TouchMath Teacher Notes
19
© 2011
First Grade Unit 1 Module Guide 1
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